An Analysis of English Teachers' Self-Efficacy in Relation to SEN and Disability and Its Implications in a Changing SEN Policy Context

Autor/inn/en	Ekins, Alison; Savolainen, Hannu; Engelbrecht, Petra
Titel	An Analysis of English Teachers' Self-Efficacy in Relation to SEN and Disability and Its Implications in a Changing SEN Policy Context
Quelle	In: European Journal of Special Needs Education, 31 (2016) 2, S.236-249 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2016.1141510
Schlagwörter	Foreign Countries; English Teachers; Self Efficacy; Special Education; Special Needs Students; Student Needs; Disabilities; Educational Change; Educational Policy; Educational Practices; Questionnaires; Likert Scales; Educational Needs; Knowledge Level; Professional Development; Inclusion; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Handicap; Behinderung; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Fragebogen; Likert-Skala; Educational need; Bildungsbedarf; Wissensbasis; Inklusion; Statistische Analyse
Abstract	Policy and practice in relation to meeting the diverse needs of all children, including those with special educational needs (SEN) and disabilities, is in a state of change in the UK. As a result, there is growing interest in and understanding of the need to focus on factors which impact on teachers' levels of self-efficacy in meeting the needs of learners with SEN, and the implications of this for further development and training. The research reported in this paper gathered data from teachers at a unique time in the transition of policy and practice in England. Through a quantitative analysis of a questionnaire completed by 213 teachers from a variety of teaching settings, data relating to the self-efficacy and confidence levels of teachers immediately prior to the statutory changes in SEN policy has been captured. The findings identify that the Key Stage that the teacher works in is directly related to self-efficacy, that self-efficacy in collaboration is generally lower than self-efficacy in instruction and behaviour management, and that knowledge of laws and policies pertaining to SEN and Disability and experience in teaching children with disabilities had a strong positive relationship on overall self-efficacy. Implications for the ongoing development of practice within the profession, including the development of appropriate initial and continuing professional development models to support teachers throughout their career, and avenues for further research are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01